Use Of The Reflective Judgment Model As A Reference Tool For Assessing The Reflective Capacity Of Teacher Educators In A College Setting

Wlodarsky, Rachel; Walters, Howard

doi:10.26634/jpsy.4.1.1219

Cited by 3 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reflective practice has proven to help pre-service teachers develop their repertoire of teaching and to help them survive the beginning year of teaching. Past studies have shown that reflective practice can support pre-service teachers' ability to overcome their fear of performing in a real classroom setting, become more resilient in handling the reality shock (Slade et al, 2019), and become more adaptive in addressing the challenging issues in the classroom (Wlodarsky & Walters, 2010). For example, Ragawanti (2015) has reported on how reflective practice helped pre-service teachers improve their classroom management skills.…”

Section: Caution In Implementing Reflective Practice In the Teaching ...mentioning

confidence: 99%

Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education

2023

IJFMR

View full text Add to dashboard Cite

Reflective practice has become a buzzword in teacher education as a mark of professional competence. The purposes of using reflection in their practices for pre-service teachers are not only for illuminating their pedagogical and professional learning experiences, but also critically reflect to their values, beliefs, attitudes, and evaluate learning experiences. Although the significance of reflective practice has long been acknowledged, a mutual agreement has still not reached on how it should be defined or what processes should be initiated in teacher education programs. It serves as a bridge connecting the gap between theory and practice as it allows pre-service teachers to apply the theoretical knowledge and teaching techniques that they acquire in their coursework in the real classroom setting. As a result, pre-service teachers gain a better understanding of teaching in the real-world context, recognize the students’ needs, and acknowledge the difficulties in teaching that they may face in the future (Smith & Lev-Ari, 2005). This article discusses concept of reflection, reflective practices and how it is implemented in educating pre-service teachers on their early stage of professional learning. Besides this article has also highlighted some perceived difficulties to implement reflective practices, as well as the way how reflective practices are employed in teacher education for overcome the gap between theory and practices.

show abstract

Section: Caution In Implementing Reflective Practice In the Teaching ...mentioning

confidence: 99%

Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education

2023

IJFMR

View full text Add to dashboard Cite

show abstract

“…Past studies have extolled the virtues of teachers who are reflective practitioners. They are teachers who would possess good reasoning skills in tackling ill-structured problems (Wlodarsky & Walters, 2010) and demonstrate resilience in encountering the initial shocks of the beginning years of teaching (Moradkhani et al, 2017). As pre-service teachers begin to hone their craft as teachers during their teaching practice, it is imperative that they engage in reflective practice.…”

Section: Reflective Practice Of Pre-service Teachers In Malaysiamentioning

confidence: 99%

Promoting Reflective Practice via the Use of 5-Step Copora Reflective Model: A Case Study of East Malaysian Esl Pre-Service Teachers

Ong¹,

Swanto²,

AlSaqqaf³

et al. 2021

TEFLIN

View full text Add to dashboard Cite

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice.

show abstract

“…It is imperative that PSTs engage in reflective practices as they begin to hone their craft as teachers during their teaching practice. Research has shown that teachers who are reflective practitioners are more likely to develop good reasoning skills in tackling ill-structured problems (Wlodarsky & Walters, 2010), incorporate new practices in their teaching repertoire (Camburn & Han, 2015) and will be more resilient in recovering from the initial shocks they encountered when they start teaching (Moradkhani, Raygan & Moein, 2017). In terms of teaching methods, Ciampa and Gallagher (2015) discover that teachers who underwent reflective practice would become aware of their 'default' teaching methods, thus providing them the opportunity to unlearn ineffective teaching methods which may have adverse effects on their students' learning experience.…”

Section: Review Of Literaturementioning

confidence: 99%

Pre-service ESL teachers engaging in Reflective Practice: Current Observations and Perceived Challenges

Ann

Swanto

AlSaqqaf

2018

JRPPTTE

View full text Add to dashboard Cite

This study aims to present the observations and perceived challenges of a group of English as a Second Language (ESL) pre-service teachers (PSTs) engaging in reflective practice in their practicum. Past studies have shown that PSTs are uncapable of reflecting on their practice at the critical level. Results from the online survey indicated that reflection thinking is one of the areas respondents opined that they need to improve. Analysis of their practicum reflection forms indicated a low level of reflection shown by the respondents as they reflect on their lessons. Follow-up focus group interviews on the respondents' reflective thinking revealed that respondents lack a clear grasp of what reflective thinking is about, and they also expressed their reluctance of reflecting with their peers on their lessons. The outcome of this study precipitates a need for PSTs to learn a strategy to conduct a critical reflection. Subsequently, it could be beneficial for the respondents to capitalise on peer feedback via an online platform as a means of improving their practice as ESL teachers.

show abstract

Use Of The Reflective Judgment Model As A Reference Tool For Assessing The Reflective Capacity Of Teacher Educators In A College Setting

Cited by 3 publications

References 9 publications

Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education

Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education

Promoting Reflective Practice via the Use of 5-Step Copora Reflective Model: A Case Study of East Malaysian Esl Pre-Service Teachers

Pre-service ESL teachers engaging in Reflective Practice: Current Observations and Perceived Challenges

Contact Info

Product

Resources

About